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June 2013
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K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object
with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain
distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a
structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in
speed.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Crosscutting Concepts
Cause and Effect
Simple tests can be designed to
gather evidence to support or refute
student ideas about causes. (K-PS21),(K-PS2-2)
PS2-2)
With prompting and support, ask and answer questions about key details in a text. (K-PS2-2)
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS2-1)
Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-PS2-2)
MP.2
K.MD.A.1
K.MD.A.2
Mathematics
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section entitled Disciplinary Core Ideas is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated
and reprinted with permission from the National Academy of Sciences.
June 2013
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K-PS3 Energy
K-PS3 Energy
Students who demonstrate understanding can:
K-PS3-1. Make observations to determine the effect of sunlight on Earths surface.
K-PS3-2.
Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.*
[Clarification Statement: Examples of structures could include umbrellas, canopies, and tents that minimize the warming effect of the sun.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Crosscutting Concepts
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Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-PS3-1),(K-PS3-2)
K.MD.A.2
Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. (K-PS3-1),(KPS3-2)
Mathematics
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section entitled Disciplinary Core Ideas is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated
and reprinted with permission from the National Academy of Sciences.
June 2013
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[Clarification
Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals;
the requirement of plants to have light; and, that all living things need water.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Crosscutting Concepts
Patterns
Patterns in the natural and human
designed world can be observed and
used as evidence. (K-LS1-1)
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Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-LS1-1)
K.MD.A.2
Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute, and describe the difference. (K-LS1-1)
Mathematics
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section entitled Disciplinary Core Ideas is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated
and reprinted with permission from the National Academy of Sciences.
June 2013
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K-ESS2-2. Construct an argument supported by evidence for how plants and animals (including humans) can change the
environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in
the ground to hide its food and tree roots can break concrete.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Crosscutting Concepts
Patterns
Patterns in the natural world can be
observed, used to describe phenomena,
and used as evidence. (K-ESS2-1)
Systems and System Models
Systems in the natural and designed
world have parts that work together.
(K-ESS2-2)
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W.K.7
With prompting and support, ask and answer questions about key details in a text. (K-ESS2-2)
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and
state an opinion or preference about the topic or book. (K-ESS2-2)
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some
information about the topic. (K-ESS2-2)
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-ESS2-1)
MP.2
MP.4
K.CC.A
K.MD.A.1
K.MD.B.3
W.K.2
Mathematics
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section entitled Disciplinary Core Ideas is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated
and reprinted with permission from the National Academy of Sciences.
June 2013
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K-ESS3-2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to,
severe weather.* [Clarification Statement: Emphasis is on local forms of severe weather.]
K-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things
in the local environment.* [Clarification Statement: Examples of human impact on the land could include cutting trees to produce paper and using
resources to produce bottles. Examples of solutions could include reusing paper and recycling cans and bottles.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
to K-ESS3-2)
(secondary to K-ESS3-3)
Crosscutting Concepts
Cause and Effect
Events have causes that generate
observable patterns. (K-ESS3-2),(KESS3-3)
Systems and System Models
Systems in the natural and designed
world have parts that work together.
(K-ESS3-1)
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With prompting and support, ask and answer questions about key details in a text. (K-ESS3-2)
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some
information about the topic. (K-ESS3-3)
Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-ESS3-2)
Add drawings or other visual displays to descriptions as desired to provide additional detail. (K-ESS3-1)
MP.2
MP.4
K.CC
Mathematics
*The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The section entitled Disciplinary Core Ideas is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated
and reprinted with permission from the National Academy of Sciences.
June 2013
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Engineering Design
Crosscutting Concepts
Articulation of DCIs across grade-bands: 3-5.ETS1.A (K-2-ETS1-1),(K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.B (K-2-ETS1-2),(K-2-ETS1-3); 3-5.ETS1.C (K-2-ETS1-1),(K-2-ETS1-2),( K2-ETS1-3)
Mathematics
MP.2
MP.4
MP.5
2.MD.D.10
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (K-2-ETS1-1)
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (K-2-ETS1-1),(K-2-ETS1-3)
Recall information from experiences or gather information from provided sources to answer a question. (K-2-ETS1-1),(K-2-ETS1-3)
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings. (K-2-ETS1-2)
The section entitled Disciplinary Core Ideas is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated
and reprinted with permission from the National Academy of Sciences.
June 2013
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